The Potential of Flipped-Case-Based-Learning for Creative Thinking in Higher Education: Bibliometric and Content Analysis (2020-2023)

Abstract

The research aims to identify the potential of combined flipped-case-based learning in higher education that leads to creative thinking skill through bibliographic analysis and publication content from 2020-2023. The research is guided by questions surrounding research trends, content, and themes relevant to flipped learning and case-based learning. This research reviewed 100 relevant articles from SCOPUS and ERIC databases using a 4-stages systematic mapping method, then continued content analysis through quantitative encoding. The analysis results indicated a big concern in research trends on the combination, as evidenced by the increasing number of publications, citations, and interest from academics in various disciplines. The success of the paradigm in enhancing student performance and advancing towards higher-order thinking skills or 21st-century skill abilities is a recurring topic in studies on flipped and case-based learning. Even though, very little research looks into teachers as a success factor and directly addresses creative thinking. These findings indicate that further research is required to ascertain the potential of flipped and case-based learning methodologies to enhance or lead to creative thinking. The combination demonstrates significant potential for examining the variables associated with creative thinking. This study highlights a gap and an urgency in the research domain for further investigation.